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Abstract
This study examined three independently developed nonverbal communication classification systems for teaching behavior. Nonverbal teaching behaviors were defined, coded, and analyzed through the use of the Love and Roderick (1971), Grant and Hennings (1971), and Civikly (1973) category procedures.
Through the use of three trained coders and 18 categories of nonverbal behavior, nonverbal teaching behaviors were examined, identified, and subjected to analysis. The purpose of the analysis was to answer three research questions. The questions follow.
| 1. | Is there a degree of agreement between the three independent nonverbal classification systems? | ||||
| 2. | Are there characteristic clusters of nonverbal behaviors that occur with specific behaviors? | ||||
| 3. | Are certain nonverbal behaviors contingent upon other behaviors? | ||||
The results of this investigation indicated that the combined use of these three category systems provided a more comprehensive description of teaching behaviors than any of the systems would provide on an independent basis. This finding suggested that the three observation schemes employed were compatible and that the development of a combined system for use in examining the nonverbal behaviors of teachers would be a reasonable possibility.